Observation/Reflection #3: A Matter of Style

During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.

Observations:

My CT has a demonstrator/personal model teaching style. She involves her students directly in their learning, like a partnership. There is mutual respect in her classroom and students are treated as adults (for the most part) if they act like babies or idiots, she will put them in their place. She does stand out as the teacher, is authoritative when she needs to be and has control of the reins, but she is dedicated to helping and guiding her students to be successful in her classroom. She models the content, showing her students how to do things and then has them take their own lead and take responsibility for doing it themselves, and of course is right there to continue to scaffold the kids, if they need it. Some students take the information and can run with it and other students need more guidance, she is able due to low class numbers, to give more one on one attention to her students and also likes using pair or group activities and matches up different ability levels to have the students that "get it" help those that "don't." In this way the students are able to learn from a different perspective ( another students) and the student that "gets" it is able to reinforce the content for themselves by helping solidify it for their peer. For example, while doing a mapping lab, my CT demonstrated how to do the lab, she took the box, filled it to 1 cm of colored water and drew on the top to begin the topography map. She was clear with her directions, then had each student follow her lead and do the same, fill to the mark then draw on the plastic top. She left me with the kids to monitor them and I took over making sure they were filling correctly, drawing over the box and moving at a good pace so they didn't run out of time. I have seen students come to her for help, for issues relating to school and about sports, the troubles of being in a small school etc. She is not just a teacher, but a mentor, a friend, a confidant, she makes her students feel welcome in her classroom, engages them and makes learning adventurous. She won't just read out of the book and have them memorize, everyday she has something "cool" to do with them so she can keep them on task and wanting to learn. She is pretty good with technology too, so the kids will watch movie clips on the active board and do all sorts of internet related activities which connects with them and makes learning more interesting when it's on their level because today, the internet, movies/music etc is what these kids' lives are based on today.

Reflections:

I feel as though I am more of a demonstrator than an authoritative, facilitator or other type of teaching style. I could be a mix perhaps. I believe that you should nurture positive working relationships with your students. I don't think the classroom should be a strict monarchy, I think students should be actively involved with their learning, want to take risks and have some say in how their classroom works; have choices. The teacher should maintain control for obvious safety purposes, but I believe students should foster discussion with one another to help reinforce concepts and learn from different perspectives. Yes students should have structure in their schedule, but the days activities should be broadcasted on the board so that students know what their class agenda is and then the activities should be different instead of monotonous every day. I want kids out in the field getting dirty, exploring their curiosity and adventurous side, using technology to their fullest potential and learning how to become critical thinkers. They should learn to think outside the box and instead of their being a definite right or wrong answer, I want students to respond to more open ended questions to really get their minds moving. I think formal assessment is important, but I think informal assessment is just as important and self reflection. In today's day, it is very important to have specific skills to enable students to be successful in their careers and I really want to foster those skills in my classroom so students will have the ability to contribute and excel in the workforce.

Class Topic: Mapping Lab/Quiz
Grade: 8/10
Observed by: Roberta Closter

Observation / Reflection #4:Be Quiet! I'm Trying To Talk!

In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?

Observations:

There were plenty of disruptions during a motion lab the other day in 8th grade Physical Science. The students were studying acceleration and releasing a car and measuring the time it took to pass point A and then measuring the time it took to get from point A to point B then they had to graph their results. The 8th grade boys were disruptive while the girls were very mello, actually they were annoyed with the boys behavior. There are 4 boys and 3 girls in this particular class. The boys were having a particularly tough day because I felt like there were constant disruptions. One boy was talking in different accents and claiming they were his normal voice, so he was reprimanded a couple of times and told to speak normal in the science lab. The teacher stopped what we were doing, looked right at him and told him to knock it off. She told him we were doing a science lab and that especially during this time to stop fooling around and speak in a clear tone so that the other students could copy down the data he was telling them. He finally got the hint and stopped, I think he was doing it for attention. Next another male student asked why we were doing the lab, said he didn't want to answer any questions and asked why he had to do anything in the first place, to that, my CT replied that she would deal with that situation later but for right now he was to do what he is told. My CT is to the point, stern and does not let anyone walk over her, tell her how to do her job or what they are going to do. Once a student is rude, obnoxious or just disruptive for any reason, she calls them out immediately. She will put them on a strike system if the behavior warrents that but for the most part and strong glare and telling them to stop it works pretty well. I didn't notice any disruptions from the outside world but I would imagine that she deals with them quietly and quickly and gets back to the task at hand. If the behavior warrants, then the student will be processed. This involves the student filling out a form reflecting on his or her behavior and going to the office, the teacher writes a note on the form as well and the form is seen by the principal and is sent home for the parent to know what had happened. Sometimes the student will be sent home depending on the behavior. The processing form seems to embarrass the students because it specifically calls them on their behavior and they have to reflect on their behavior by answering the questions on the form. This forces the student to take responsibility for their actions. Every teacher uses this process, and I think it is a good idea. I think that if students get repeatedly called on their behavior, then by processing them it will deter the behavior, there will be less problems and more time for learning and less time for disruptions and bad behavior.

Reflections:

In the ideal classroom, no time will be wasted by disruptive behavior or any other reason. However, in the real world these things are bound to happen and its how you deal with these things that will set the pace of the classroom. In an ideal classroom, students will come right in and get to work, they will be motivated, ask questions, be curious, get A's on their work and come to class everyday. But, students will miss school, they will be tired, moody, unmotivated, and not want to do anything, and give you a hard time. I think that it is really important to start the year with clear rules and expectations of the classroom. I tihnk its important to be firm with your students, have a professional working relationship and to call them out when they break a rule. You have to do what you say your going to do or chaos will break out. In my classroom I will have an attendance policy that is aligned with the school's attendance policy if there is one, i want to develop a homework policy, rules and expectations for my classroom and have them posted. I want my students to sign a contract along with their parents so everything is clear and there are no questions when something comes up. I also think its important to have an alliance of teachers to back each other up if possible in case something happens and you need help with a student. I think the processing concept is a good one. I like how students have to reflect on their behavior and they have to own it. It seems like this rarely happens and there is always a scape goat, so with this I think that bad behaviors will decrease so kids dont feel ashamed or embarrassed. My vision of my classroom although I want to think of it as an ideal classroom, I have to be realistic as well. My teaching philosophy therefore shouldnt be based on my ideal philosophy but on a realistic philosophy. I think that so long I enforce my rules, have a professional working relationship with my students and peers, promote their success, smile, connect with the students and actively teach with no nonsense and try to make it as fun and interesting as possible these are all realistic expectations for a teacher to do the best he or she can.


Class Topic: Motion Lab
Grade: 8
Observed by: Roberta Closter

In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?

Observations:

In my school, now that it is brought to my attention, I see the game of school everywhere. I see it with both teachers and students. We all play the game, the biggest player I see is the waiting game. Students and teachers alike are waiting for the next period, for lunch, for the end of the day, for the meeting to be over, for the test to be over, for friday, for the weekend. It is crazy to realize. I also see procrastination. Students get into the classroom and they are unprepared for class, they have to go to their locker for materials, they have to go to the bathroom, they need a drink, they are hungry etc. Teachers also have the same needs, but for the most part I haven't seen really any of it, they take care of what they need to during their own free time. I have seen teachers working hard to engage their students, come up with a really good hook, activity or lab to get students curious and esxcited about learning and keep their attention. If anything, time is wasted and students are waiting for teachers to get organized or find something they need for a lesson. In reality, there is always going to be something better you can do in your classroom whether it be to make up time or better technology and being more motivated or having more energy to teach or whatever, the game will always exist. In the perfect world it wouldn't but I think there will always be the game because there is just too many players that make the game happen. It can be the weather, illness, waiting, motivation, procrastination, technology, all these things contribute. It is hard to avoid the game no matter how much you try to plan your lessons, but I do see teachers working hard to dissuade the behavior. The teacher may be able to train himself or herself not to play but the students are students. I have seen students at lunchtime copy eachothers homework. I have seen students who are supposed to be doing activities just talking and carrying on and not focused on the subject at hand. I have seen students trying to do their work as fast as they can to get it done and have no idea what they are doing but simply going through the motions.

Reflections:

In my classroom, Im going to try my very best not to play the game or let my students play the game. I want all the discussion I have to be meaningful as well as the labs, activities, reading and assignments. I want the rules, expectations, homework, all these policies completely spelled out and posted so there are no discrepencies I want students to be 90% engaged realistically for my class and I want to be the same. Sometimes you don't feel well, are tired etc but at the end of the day no matter if your a teacher or student when your in school you need to give 100% to do your job and do it to the best of your ability. It is vital to make the very most of your time because what is the point if your just wasting your time its more beneficial to take advantage and get the most you can. I think that instead of rote memorization, I will work hard on making my assessments involve critical thinking so that students really need to use their brains and not just spit out facts. I think its important to model good behavior, so if a teacher is clearly playing the game the students will pick up on that. I want to model how my classroom will run, it will be organized and structured and every minute will be used to promote learning. I think that if the teacher is serious and sticks to their routine and keeps their students engaged and curious and has meaningful work then the game will be greatly minimized.
Class Topic: End of chapter review
Grade: 9
Observed by: Roberta Closter